El yo docente en la universidad. Posiciones del yo y voces en la construcción narrativa de las identidades del profesorado universitario

Abstract

ResumenEn el presente artículo se proponen las nociones de posiciones del yo y de voces como herramientas analíticas para estudiar cómo dos profesores universitarios construyen posibles identidades profesionales. A partir del análisis de entrevistas semi-estructuradas de carácter autobiográfico, se propone responder a tres preguntas: ¿Qué posiciones del yo y qué voces pueden ser identificados en las narrativas de profesores universitarios acerca de su práctica profesional? ¿Cómo se relacionan ambas? ¿Cómo contribuyen a la construcción de sus identidades profesionales? Se desarrolla una concepción de la identidad como una continua y cambiante narrativa en la que el yo se constituye en una realidad múltiple, dinámica y constantemente negociada a partir de la que los individuos establecen quiénes son. Se analizan dos entrevistas, describiendo las distintas posiciones, implícitas o explícitas, que los participantes van adoptando, así como las voces que las articulan, en función de su procedencia o nivel de generalidad. Se concluye que las identidades de estos profesionales se están construyendo en un contexto cultural e ideológico específico. Finalmente, se plantean algunos alcances y limitaciones con vistas a futuros estudios.Palabras clave: identidad, identidad profesional, identidad de profesores, posiciones del yo, voces, narrativa, teoría de los posibles yoes, universidad, educación superior. 2 TEACHING SELF IN THE UNIVERSITY. SELF-POSITIONS AND VOICES IN THE NARRATIVE IDENTITY/IES CONSTRUCTION OF UNIVERSITY TEACHERS. AbstractThe notions of I-positions and voices are proposed as analytical tools for studying how two university teachers use both of these narrative resources to construct and negotiate possible professional identities. The aim of this paper is to answer three questions based on the analysis of semi-structured autobiographical interviews: What positions and voices can be identified in academics´ narratives about their practice? How are these resources related?How do these narratives contribute to the construction of their professional identities? We develop a conception of identity as a continuous and evolving narrative in which the self is constituted as a multiple, dynamic and constantly in negotiation reality from which individuals define who they are. Two interviews are analyzed. Here, the interplay of the different positions adopted by the participants in the interviews, as well as the voices that articulated these positions, are examined in terms of its source or level of generality. We conclude that the professional identities of these experts in education are being constructed in a specific cultural and ideological context. Finally, both benefits and limitations of the current investigation are discussed with regard to possible future studies.Keywords: identity, professional identity, teacher's identity, I-positions, voices, narrative, possible selves' theory, university, higher education.Agradecimientos: nos gustaría hacer explícito nuestro más sincero agradecimiento a la labor tanto del e...

Humanizing school psychologists. The construction of a novice school psychologist’s model of professional identity / Humanizando a los orientadores educativos. El proceso de construcción del modelo de identidad profesional de una orientadora novel

“…(4) Microgenetic analysis for identifying the mechanisms of the construction of meanings regarding the profession. For this purpose, the analysis procedure from Prados et al (2013) was adapted. In particular, it consisted of: (1) identification of positions;…”

“…As Prados, Cubero, Santamaría, and Arias (2013) proposed, the notions of voices and I-positions help to analyse concrete situations of identity configuration, without losing sight of the cultural, institutional and historical scenarios in which these take place. Thus, while the analysis of the positions allowed us make a microgenetic analysis of identity, the notion of voices helped us to take into account the sociogenetic and mesogenetic aspects that were continuously mediating this process of identity configuration.…”

“…We defined professional identity as a set of meanings in a constant reconstruction process (Day, 2006; Esteban et al, 2008; Prados et al, 2013; Wenger, 2001), which are not the result of the construction of a solipsistic subject or the mere reproduction of its social context meanings. In contrast, we considered these meanings to be negotiated in situated practices in which the professional participates, using voices of different origin and level of generality, and discursively constructed — maintained, defended, transformed, rejected, legitimized — through actuations of identification (Rosa & Blanco, 2007) that take place in specific circumstances and contexts.…”

Constructions of the self in education: positioning and agency of learners and teachers (Construcciones del sí mismo en educación: posicionamiento y agencia de aprendices y enseñantes)

“…Sin embargo, a pesar de los recientes intentos teóricos y empíricos de integrar la construcción del sí mismo y la agencia de aprendices y enseñantes en la investigación educativa, la problemática de hasta qué punto ambos conceptos interactúan entre sí rara vez se ha abordado explícitamente. En este sentido, este número especial pretende ampliar los estudios previos publicados en JSED (Monereo et al, 2013;Prados et al, 2014;Solari, 2017;Ventura, 2017) abordando las relativamente poco investigadas construcciones del sí mismo de aprendices y enseñantes así como de su agencia en una diversidad de contextos educativos. Los manuscritos podrían tratar de responder (sin limitarse a) alguno de los siguientes interrogantes:…”

“…However, despite recent theoretical and empirical attempts to integrate the construction of the self as learners and teachers and their agency in educational research, the question of to what extent the two concepts interact with each other has seldom been explicitly addressed. In this regard, this special issue aims to extend the studies previously published in JSED (Monereo et al, 2013;Prados et al, 2014;Solari, 2017;Ventura, 2017) by addressing these relatively under-researched aspects of the self as learner and teacher in a variety of educational contexts.…”